Direct assessment involves looking at actual samples of student work produced in our programs. These include capstone projects, senior theses, exhibits or performances (see below).
Indirect assessment is gathering information through means other than looking at actual samples of student work.Theseincludesurveys, exit interviews, and focus groups (see below).
Each serves a particular purpose. Indirect measures can give us information quickly, but may not provide real evidence of student learning. Students may think that they learned well or say that they did, but that does not mean that their perceptions are correct.
For example, when I first go to a doctor, I am handed a form to fill out with my name, address, insurance provider, and answers to various questions, such as: Has anyone in my family ever had cancer? Am I taking various medications, such as? Am I allergic to anything? Have I ever had a major operation, and if so, for what purpose?
That's a survey, an indirect assessment.
It may also ask me why I am seeing the doctor and what my symptoms are? That, too, is a survey, and my answers are my perceptions of my condition. I may or may not be correct. It is an indirect assessment of my health.
Then, I go in to the doctor, and he says to me, "How are you feeling?" I always answer, "Fine." I always answer "fine" regardless of how I'm feeling:I don't want to reveal anything too personal. My wife tells me I'm stupid. The doctor has just conducted an interview: an indirect assessment.
He still doesn't know whether I'm healthy or not.
So then he listens to my heart, he thumps my knee (nothing), and he looks in my ears and eyes. Then he has me leave a urine sample. He has a nurse take some blood samples. He orders up a colonoscopy. Those are all direct assessments.
In short, his indirect assessments gave him some indications, but no evidcnce. He had to actually look at or listen to physical evidence to have a direct assessment.
So it is with our assessment of the curriculum. Students may have certain perceptions about what they've learned or not, but, until we look at the evidence -- actual samples of their work -- we really can't be sure.
| DIRECT MEASURES | INDIRECT MEASURES |
| Course | -
Course and homework assignments -
Exams and quizzes -
Standardized tests -
Term papers and reports -
Observations of field work, internship performance, service learning, clinical experiences -
Research projects -
Class discussion participation -
Case study analysis -
Rubric scores for writing, oral presentations, and performances -
Artistic performances and products -
Grades based on explicit criteria related to clear learning goals | -
Course evaluations -
Test bluprints (outlines of the concepts and skills covered on tests) -
Percent of class time spent in active learning -
Number of student hours spent on service learning -
Number of student hours spent on homework -
Number of student hours spent at intellectual or cultural activities related to the course -
Grades that are not based on explicit criteria related to clear learning goals |
| Program | -
Capstone projects, senior theses, exhibits, or performances -
Pass rates or scores on licensure, certification, or subject area tests -
Student publications or conference presentations -
Employer and internship supervisor ratings of students' performance | -
Focus group interviews with students, faculty members, or employees -
Registration or course enrollment information -
Department or program review data -
Job placement -
Employer or alumni surveys -
Student perception surveys -
Proportion of upper-level courses compared to the same program at other institutions -
Graduate school placement rates |
| Institutional | -
Performance on tests of writing, critical thinking, or general knowledge -
Rubric scores for class assignments in General Education, interdisciplinary core courses, or other courses required of all students -
Performance on achievement tests -
Explicit self-reflections on what students have learned related to institutional programs such as service learning (e.g., asking students to name the three most important things they have learned in a program) | -
Locally developed, commercial, or national surveys of student perceptions or self-report of activities (e.g., National Survey of Student Engagement) -
Transcript studies that examine patterns and trends of course selection and grading -
Annual reports including institutional benchmarks (e.g., graduation and retention rates, grade point averages of graduates, etc.) |
[1] Middle States Commission on Higher Education. Student Learning Assessment: Options and Resources. Chapter 3, Evaluating Student Learning: 27-53; 2007.
FAQs
Direct assessment may tell you what students learned and how well they learned it, but indirect assessment can give you information about how a student feels about what they know – for example, does that student feel confident in his or her ability to apply the knowledge in the future?
What is the difference between direct and indirect measures? ›
Direct measures are usually most useful for course level assessment of student learning outcomes. Indirect measures of student learning imply that learning occurred and include perceptions or attitudes related to a student abilities. They assess opinions or thoughts about student knowledge or skills.
What is an example of a direct assessment? ›
Direct assessment involves measures of student learning that ask students to directly demonstrate or perform the desired knowledge or skill. Examples include papers; quizzes and exams; music, theater, or dance performances; or execution of safety procedures.
What is an example of an indirect assessment method? ›
Indirect assessment methods require that faculty infer actual student abilities, knowledge, and values rather than observe direct evidence. Among indirect methods are surveys, exit interviews, focus groups, and the use of external reviewers.
What are direct and indirect methods of assessment ABA? ›
Indirect assessments are information gathered from people who are in direct contact with an individual to learn about the purpose/reason for the behavior. Direct assessments are information gathered based on direct observations of the person in various settings, such as home and school.
What is the difference between direct and indirect assessment? ›
Direct Assessment refers to any method of collecting data that requires students to demonstrate a knowledge, skill, or behavior. Indirect Assessment refers to any method of collecting data that requires reflection on student learning, skills, or behaviors, rather than a demonstration of it.
What is an example of an indirect functional assessment? ›
Indirect functional assessment methods can include rating scales, questionnaires, and interviews. Their goal is to gather assessments of your child's behavior challenges and the potential reasons. One example of an indirect functional assessment is the Functional Analysis Screening Tool (FAST).
Is the fast a direct or indirect assessment? ›
The FAST is an indirect functional assessment procedure. The purpose of the instrument is to provide preliminary information regarding the cause (of function) of maladaptive behavior. The information gathered from the FAST can be incorporated into direct assessment methods.
What is used in indirect assessment? ›
Indirect assessment is gathering information through means other than looking at actual samples of student work. These include surveys, exit interviews, and focus groups (see below). Each serves a particular purpose.
What is a disadvantage of an indirect assessment? ›
One of the key disadvantages of indirect assessments is the secondhand nature of the information provided. Caregivers may not recognize or recall important information, may focus more on recent or annoying events than on the big picture, or may have preconceived notions about why particular behaviors occur.
Definition: Indirect measurement involves measuring a behavior that differs from the target behavior itself (Cooper, Heron, and Heward, 2020). ABA Indirect Measurement Methods: Interviews, ratings, questionnaires, self-reports, etc.
Is ABC data direct or indirect? ›
This ABC is considered a direct observation format because you must be directly observing the behavior when it occurs. Typically, it is a format that is used when an external observer is available who has the time and ability to observe and document behaviors during specified periods of the day.
What is the difference between direct and indirect method? ›
The cash flow direct method determines changes in cash receipts and payments, which are reported in the cash flow from the operations section. The indirect method takes the net income generated in a period and adds or subtracts changes in the asset and liability accounts to determine the implied cash flow.
What are the main differences between direct and indirect rule? ›
We shall say that a “direct” style of rule features highly centralized decision making while an “indirect” style of rule features a more decentralized framework in which important decision-making powers are delegated to the weaker entity.
What is an example of a direct measure? ›
A direct measurement is when you take it against an international standard (a meter for example), while an indirect measurement is when you measure something against something that isn't standard (she must be 5'11" because he's 6'2"" and just a bit taller.)
What is an example of a direct and indirect measuring instrument? ›
Example: Protractor, Measuring tape, steel rule, etc. Example: Steel rule, Vernier caliper, Micrometer, Compass, French curve, etc. Indirect measuring tool: Transfer the measurement from the workpiece to the direct measuring instrument, then the comparison is made. Example: Divider, Calipers, Surface gauge, etc.
